Content

• Steps
• Part 1 of 3: Develop “Communication Competence”
• Part 2 of 3: Explore theoretical approaches
• Part 3 of 3: Use a variety of exercises

The prospect of adults learning a new language is sometimes perceived as an attempt to “teach the old dog new commands,” in other words, it is too difficult a task to be considered worthwhile. Despite the difficulties that adults (as opposed to children) face in the learning process, such a task is real and doable. If you intend to teach a foreign language to adults, learn basic approaches to adult education, as well as research practical tips to be sure to succeed.

Steps

Part 1 of 3: Develop “Communication Competence”

1. 1 Consider potential obstacles. It is generally accepted that young children have a better ability to learn a second (or more) foreign language compared to adolescents and adults. But the reasons for such conclusions are not entirely obvious.
   • Children are in a better position due to the fact that it is easier for them to catch spoken language when immersed in the language environment, and some theorists believe that this skill is lost at the age of 12-14, when the human brain begins to pay increased attention to other, more important aspects. As a rule, by this time, the person's communication skills have already been formed and there is no need to allocate significant brain resources to them.
   • If the above hypothesis can be accepted or rejected, there is no doubt that adults are more busy, more stressed, and lack the ability to pay due attention to language learning. In addition, adults already have experience of assumptions, assumptions, perceptions, prejudices and habits, acquired on the basis of their native language, which significantly complicates the process of developing “communicative competence” in a second language (with a new cultural “baggage”).
2. 2 Measure and strengthen student motivation. A clear goal setting and self-confidence will allow you to acquire the mentioned competence, regardless of your experience, talent or ability. This statement is also relevant when learning a language.
   • As a teacher, you should help your adult students define a clear and short-term (ideally) goal for learning a specific foreign language. Instead of saying that knowledge of the language will always come in handy (even if it really is), it is better to focus on the person's desire to get to know their distant relatives better or to prepare for a long-awaited trip abroad.
   • Help students find motivation and keep them motivated with special assignments. For example, offer to compose a dialogue with a distant relative in their native language (the student's second language). Keep in mind that motivation levels can vary from session to session, so try to make the most of your students' attitude and inspire them to do new things while their enthusiasm diminishes.
3. 3 Encourage student interaction. The teacher is given the most important role, but students also need to interact with each other during class. In the process of working together, students notice “gaps” in knowledge and aspects that need to be improved.
   • Offer a variety of paired exercises. For example, a student must verbally describe a picture, and a second student must draw it from the description. These exercises will not only allow you to have fun, but will also help students improve their language skills.
   • Such tasks cannot replace the generally accepted methods of learning vocabulary and grammar, but they are no less effective for mastering and consolidating the basics of a new language.
4. 4 Increase your vocabulary naturally and in passing. It is assumed that in order to understand a foreign language in context, an adult needs to know 3000 groups of related words (for example, “water”, “underwater” and “flood” are a group of related words with a common root).
   • In the classroom, you can also successfully apply traditional methods of improving vocabulary, such as memorization, exercises and tables. At the same time, reading excerpts from literature that are suitable in terms of knowledge level on their own and in a group is no less effective.
   • It is best to combine reading with specific exercises. Games such as Bingo, Password and Concentration greatly simplify the “active discussion of meaning”, when the goal-oriented problem solving contributes to the accumulation of “passing” vocabulary. The person may not even be aware that he is memorizing new words.
5. 5 Be flexible. The number of effective approaches to learning is not inferior to the number of people who want to learn a foreign language. Some people tend to believe that a foreign language cannot be taught, it can only be mastered, so priority should be given to the motivation and abilities of each student.
   • It is necessary to adapt your methods to each individual group and each individual student. Learn to be flexible and personalize your adult learners while keeping in mind common theories, strategies, and best practices.

Part 2 of 3: Explore theoretical approaches

1. 1 Compare the classic and modern approach. Have you learned a second language through exercises, flashcards, and rote repetition? Leaving for the summer in another country? There is a suitable language theory for all these methods. Learn the basics of classic approaches to formulate your own adult learning strategy.
   • From the time of Ancient Greece to the last century, the so-called “audiolingual method” was almost always used in the study of new languages. If in high school French lessons you constantly dealt with rote memorization, frequent repetition, oral and written work, emphasized grammar and translation, and the teacher constantly corrected everyone, then you are already familiar with this method.
   • In the second half of the twentieth century, a more "natural approach" came to the fore. It simulates children's language acquisition through immersion, play and practice exercises, relaxation, and indirect attention to grammatical and vocabulary aspects.
2. 2 Consider the advantages and disadvantages of new approaches. The modern "natural" method of "immersion" invites students to plunge into a foreign language without the buildup, tedious lists of lexical units, grammar exercises and constant repetition. Obviously, this approach has more appeal for restless adult learners who are constantly in a hurry.
   • Such methods are based on the assumption that learners will naturally “develop” vocabulary and grammar as they interact with the language (and other learners). The effort required for this is part of the learning process.
   • Critics of this approach believe that students have to master too many important aspects of the language on their own, and when studying grammar and other sections, you cannot do without a teacher guide, even if such work is less fun.
3. 3 Don't discard traditional methods. Despite such epithets as “boring”, “insipid” and “outdated,” the classical methods have proven their effectiveness for thousands of years, so they will find a place in the class even today.
   • The main emphasis of the “audiolingual” method is on habit formation, imitation, memorization and repetition. For some students, this approach allows them to more clearly perceive their goals, their successes and achievements.In addition, by paying attention to grammar and translation with an eye to the native language, some adult learners will be able to develop the key skills they are seeking to acquire.
   • On the other hand, many adults may perceive traditional learning methods as a kind of return to school days, which can temper the initial zeal. It is for this reason that particular attention should be paid to the variety and flexibility of the teaching methods used.
4. 4 Find the right balance. Despite the value of theories, learning usually takes place in practice and through practice. Simply put, in order to teach an adult a foreign language, a teacher needs not only to be proficient in this language, but also to have a clear idea of ​​the life, motivation, goals, abilities and needs of each student.
   • Blindly believing in traditional methods just because they have been used for centuries to teach languages ​​is usually not the right decision, nor is a complete abandonment of them in favor of new trends. Each teacher must find the right balance of old and new that will be effective for specific students.

Part 3 of 3: Use a variety of exercises

1. 1 Let the adults feel like children. Learning a new language can be very difficult for an adult, he can feel like a child who gives all his strength to acquire new skills. Focus on the positive side of this situation and help your students enjoy learning.
   • Many adults love to remember their childhood and adolescence. Invite them to choose their favorite foreign language children's book and read it together in class. Such an exercise will be new for them, but already familiar, difficult, and at the same time interesting.
   • Listen to or even sing your favorite songs with the whole group. Choose familiar counterparts to children's songs and lullabies in a foreign language, as well as songs that are specific to the target language and culture.
2. 2 Give students the opportunity to help each other. Usually, adults have sympathy for colleagues in the group and strive to achieve goals together. Consistent with the goal-directed learning idea discussed in this article, students can fruitfully develop language skills in the context of their classmates' successes and failures.
   • One example of effective work in pairs is the aforementioned game of "information gaps", when one student describes in a foreign language a picture drawn by another student. You can also use the familiar "broken phone", when students whisper a certain sentence in each other's ear, translating it from one language to another.
   • It is helpful for students to simply listen carefully to their classmates as they solve problems and answer questions. So they will notice other people's efforts and successful decisions, rejoicing in the success of their comrades and trying to keep up with them. In addition, students will naturally recognize the difference between what they heard, how they would answer themselves, and the correct answer. Such work builds self-confidence and develops abilities.
3. 3 System of goals and rewards. Unlike most children, adult learners almost always know exactly why they want to learn a foreign language. Design activities and activities that align with their goals, and offer students a goal and reward system to keep them motivated and notice their progress.
   • If one of the students is going to come to another country and "immediately" talk with the locals, then invite him to watch several episodes of the program in the target language (without subtitles!) And try to summarize the fluent conversations he heard in a foreign language.
   • For example, you might set up an imaginary restaurant in class. Give a symbolic prize to the student who can best order lunch in a foreign language. Adults love to be rewarded for their success no less than children.
4. 4 Don't forget about work. Lessons with adults, as well as with children, cannot consist only of playful and fun tasks. Everyone loves to have fun, but the ultimate goal is to master a foreign language.
   • Some traditional methods, which are partially out of fashion, can be very effective with adult learners who are able to maintain their own motivation. They will gladly rewrite verb tables, as well as learn new words from flashcards.
   • Remember that handwriting is useful for memorizing information (you will probably find it easier to convince adults to write everything down by hand than technically savvy children). According to research, this method of capturing data contributes to improved memorization of information compared to typing by typing due to more active participation in the process.